Abstract:
Government directive on pregnant students’ right and access to continued education and the provisions of the Inclusive Education Policy are intended among other things to address issues of exclusion in education and also ensure educational attainment among pregnant students in Ghana. However, it is not well known to what extent student mothers are taking advantage of this provision and the possible challenges encountered during implementation. This study sought to examine the factors and challenges that influence the decision and ability of student mothers in the Ashiedu Keteke Sub-Metro Assembly in Accra to return or not to return to school; as well as some of the challenges associated with the implementation of the girls’ school re-entry directive. The study is based on the inclusive education theory and thus employed a conceptual framework described as a discriminatory/inclusive access model for basic school student mothers. Fifty-six (56) respondents comprising of 30 student mothers, 10 school heads, 10 teachers, 5 parents and an MOE official participated in the study. The respondents for the study were selected using purposive and snowball sampling methods. A predominantly qualitative approach was used based on semi-structured interviews. The study established that the decision and inability of student mothers to re-integrate into formal education and achieve their educational aspirations were influenced to a large extent by prevailing negative factors such as childcare responsibilities, poor economic background, and unsympathetic teachers and school mates. The study further identified the absence of specific guidelines to effectively execute the provisions of the directive as a constraint on the smooth implementation of the directive. The study recommended capacity building for key implementers of the directive and the preparation of a substantive policy with the required legal backing.
